Eric.ed.gov – 2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content: A Report to the CPB-PBS “Ready to Learn Initiative”

The 2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content (Preschool Pilot) is an important part of the authors’ multiyear “Ready To Learn” (RTL) summative evaluation initiative. Through this initiative funded by the Corporation for Public Broadcasting (CPB) and Public Broadcasting Service (PBS), it was the responsibility of the Education Development Center, Inc. (EDC), and SRI International (SRI) to document and, whenever possible, to measure the impact of transmedia mathematics and literacy resources on learning for children from low-income families across a variety of settings: early childhood classrooms, community settings, and home. In this phase of the evaluation, the authors explored the potential of using technology (interactive whiteboards and laptops) and transmedia resources (digital videos and interactive games)–specifically games developed using the CPB-PBS RTL Mathematics framework, guided by the Common Core Standards (CCSSO/NGA, 2010) and created by trusted educational advisors–to enhance preschool mathematics teaching and learning. The authors used the Preschool Pilot to develop and test curricula supplements and teacher professional development programs and produce research designs and research instrumentation in preparation for a more rigorous study of transmedia use in early childhood classrooms involving a larger sample of children and teachers–the 2013 prekindergarten randomized controlled trial (Preschool RCT). At the same time, they used the study to gather important and useful knowledge about preschool mathematics instruction, and the possibilities and constraints shaping the use of leading-edge technologies and PBS KIDS transmedia resources in present-day preschool classrooms. To best understand the design and findings of this research, it is important to bear in mind the current state of early mathematics research and practice in early childhood settings. Their 2011 CPB-PBS RTL context study confirmed the work of others (e.g., Frede & Barnett, 2011), revealing that preschool teachers in their sample received little formal instruction or support to teach mathematics and, for the most part, had limited access to structured curriculum to guide their instruction. Additionally, the context study highlighted that mathematics instruction in general was limited in preschool classrooms, but that when it did occur, teachers were routinely engaged in basic math teaching and learning such as counting out loud, reviewing the names of basic shapes, reading and writing numbers, and sorting and classifying objects on broad level characteristics. (Contains 8 figures, 10 tables and 5 footnotes.)